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Homeless children and youth are arguably the most forgotten population when it comes to education. Since 1989, the National Association for the Education of Homeless Children and Youth (NAEHCY) has been an advocate for equitable services from public schools for homeless youth. Additionally, their website states that it has encouraged "strategies for effective instruction, pupil services, and research." Visitors unfamiliar with the main piece of legislation in place for educating homeless children and youth can read the full-text of the McKinney-Vento Homeless Assistance Act under the "Legislation and Policy" tab. Users may also find the "Higher Education" link, also under the Legislation and Policy tab, to be informative about how the Higher Education Act has "the potential to assist these youth to graduate from high school, apply for and access postsecondary education, and complete their degrees." A link to the related resource "NAEHCY PowerPoint Library - Unaccompanied Youth" can be found in the right corner of the page. Valuable information about how unaccompanied homeless youth can successfully fill out the Free Student Application for Financial Aid (FAFSA) is also available in the "Higher Education" area

Web 2.0 has been, during the last years, one of the most fashionable words for a whole range of evolutions regarding the Internet.Although it was identified by the current analysts as the key technology for the next decade, the actors from the educational fielddo not really know what Web 2.0 means. Since the author started to explore and use Web 2.0 technologies in her owndevelopment/improvement, she has been intrigued by their potential and, especially, by the possibility of integrating them ineducation and in particular in the teaching activity.The purpose of this paper is both to promote scholarly inquiry about the need of a new type a pedagogy (Web 2.0 based) and thedevelopment / adoption of best practice in teaching and learning with web 2.0 in higher education (HE).The article main objectives are: * to introduce theoretical aspects of using Web 2.0 technologies in higher education* to present models of integrating Web 2.0 technologies in teaching, learning and assessment* to identify the potential benefits of these technologies as well as to highlight some of the problematic issues /barriers encountered, surrounding the pedagogical use of Web 2.0 in higher education* to propose an agenda for future research, and to develop pedagogy 2.0 scenarios for HE sector. © 2009 Elsevier Ltd. All rights reserved

Open education project The Wiki Education Foundation connects higher education to the publishing power of Wikipedia. Bridging Wikipedia and academia creates opportunities for any learner to contribute to, and access, open knowledge.

10 of the best Apple and Android apps for higher education in 2013

Minding the Gap: Social Media Revolution Education Evolution - Presentation at Directors of Educational Technology / California Higher Education conference, San Diego, Dec 2010

10 most popular Pinterest pages in higher education Good for 11/16/12 presentation....

Something similar is happening today in academia. Just like Augustine marveled, in the year 400, at the sight of Ambrose reading in silence, many members of academia marvel (or react with rejection) at the rapid changes in the production and dissemination of scholarly work and interaction between academics and those "outside" academic institutions. Thousands of scholars and higher education institutions are participating in social media (such as Twitter), as an important aspect of their research and teaching work.

Class Differences: Online Education in the United States, 2010 is the eighth annual report on thestate of online learning among higher education institutions in the United States. The study isaimed at answering some of the fundamental questions about the nature and extent of onlineeducation. Based on responses from over 2,500 colleges and universities, the report addresses thefollowing key issues:* Is Online Learning Strategic?* How Many Students are Learning Online?* Are Learning Outcomes in Online Comparable to Face-to-Face?* What is the Impact of the Economy on Online Education?* Proposed Federal Regulations on Financial Aid.* What is the Future for Online Enrollment Growth?

Within the last year a vast literature has emerged on outsourcing and cloud computing. This memo will not attempt to rewrite that which has already been written and can easily be obtained for more information on the subject. This memo will, however, summarize what cloud computing is, what its relationship to outsourcing is, what areas in the information technology arena are available for outsourcing, and what some of the obvious and not-so-obvious challenges of outsourcing are. It will provide a focused check list on some legal and policy issues to address in contracts between institutions and outsourcing entities and, finally, make two recommendations, one for an internal procedure by which to address these issues and the other for a collaborative approach to some of these challenges from the perspective of higher education.

After a whirlwind nine months that has witnessed a rapid rebirth of online education at elite U.S. universities in the form of massively open online courses, or MOOCs, Harvard University has thrown its hat into the ring - along with the largest investment yet in technology aimed at bringing interactive online education to hundreds of thousands of students at a time for free.

The mission of the Journal of Interactive Technology and Pedagogy is to promote open scholarly discourse around critical and creative uses of digital technology in teaching, learning, and research. Educational institutions have often embraced instrumentalist conceptions and market-driven implementations of technology that overdetermine its uses in academic environments. Such approaches underestimate the need for critical engagement with the integration of technological tools into pedagogical practice. The JITP will endeavor to counter these trends by recentering questions of pedagogy in our discussions of technology in higher education. The journal will also work to change what counts as scholarship - and how it is presented, disseminated, and reviewed - by allowing contributors to develop their ideas, publish their work, and engage their readers using multiple formats. We are committed first and foremost to teaching and learning, and intend that the journal itself - both in process and in product - provide opportunities to reveal, reflect on, and revise academic publication and classroom practice.

Higher education conferences over the past few years have been full of presentations, papers and panels on the processes involved in migrating a campus and its people to Google Apps for Education. While it is useful to hear about marketing tchotchkes, data validation, and the pros and cons of web clients, what seems to get ignored is the process that led to the decision to move to Google Apps in the first place. At North Carolina State University, where students were already using Google Apps, the decision to move employees involved almost as much time, effort and heartache as the technical migration. As the users saw it, they had a working system, even if that system only worked because of huge expenditures of time and money both on the backend server maintenance and the client need to implement terribly complex workarounds for simple functionality. The end result: a 94-page white paper and the realization that it's hard to sell ice to Eskimos1 , even if you show them that their ice has already melted. This paper and presentation will discuss the information gathering and needs assessment done by NC State prior to the decision to move employees to Google Apps, and the successes and difficulties involved.

Welcome to the Centre for Bioscience, the Higher Education Academy, ImageBank.This resource consists of freely available images contributed by academics, researchers, Learned Societies, industry and individuals with rights cleared for educational purposes.

The LMS market is in flux. According to a 2010 survey conducted by the Campus Computing Project, Blackboard's dominance of the higher education market declined from 71 percent in 2006 to 57 percent in 2010. Open source alternatives Moodle and Sakai have continued to make inroads, as has Desire2Learn--together they now control over 30 percent of the market. The entry of Instructure, whose Canvas LMS recently scooped up the business of the Utah Education Network, provides an additional plot twist. And hanging over it all is the imminent migration of hundreds of legacy Blackboard clients to new systems as their existing platforms are retired.

Open Educational Resources come in many shapes and sizes. This partial list of sources introduces the scope of OER and the organizations cultivating its increasingly vital role in opening higher education up to the greatest number of people worldwide.

"Babson Survey Research Group (BSRG) just released its annual survey of online learning in US higher education (press release here). This year they have moved from use of survey methodology for the online enrollment section to use of IPEDS distance education data. Russ Poulin from WCET and I provided commentary on the two data sources as an appendix to the study."

The goal of this website is to identify universities that set the standard for best practices with regard to adjuncts. The best schools should be recognized and honored for what they are doing. The project is also designed to promote transparency in higher education employment practices for the sake of teachers, students, and parents.

Coursera is a platform for instruction, discussion and grading at Internet scale. It extends the influence of universities around the world, and it provides them data-driven insights into how to adapt higher education to the global promise of the Internet.

Dual enrollment is widely seen as a strategy to help advanced high school students begin college early. More recently, interest is growing in using dual enrollment as a way to smooth the transition to college for students traditionally underrepresented in higher education.1 Many scholars and practitioners are coming to believe that high school students who have the opportunity to participate in college courses are more likely to enroll in college and succeed once there.